During a dance performance on stage, Jackie Rotman's music suddenly stopped. In response, members of the audience joined Jackie on stage and began dancing to show their support. Expanding on the idea that dance can help foster a positive atmosphere, Jackie began providing hip-hop classes free of charge to youth that would not otherwise be able to afford them.

As a result of the murder of Marcelo Lucero, there were many positive efforts in the community to embrace diversity and build respect for all. One of these was the creation of public art to reflect feelings and attitudes about the murder and to create a positive and hopeful message for the future. The use of art can be a wonderful way for students to express ideas about diversity, respect and social justice concerns.
The following guideline provides instruction on how to lead such a process with students.
Age-level: middle and high school students

Tadashi Nakamura is a 30 year old, fourth-generation Japanese American and second-generation filmmaker. Besides carrying on his parents’ work—his mother is writer/producer Karen L. Ishizuka and his father is director Robert A. Nakamura—Nakamura seeks to tell his community’s history to a new generation.
The first film of the trilogy was Yellow Brotherhood (2003), a personal documentary focused on the meaning of friendship and community through the Yellow Brotherhood youth organization, which was formed in the 1960s to combat youth drug use.

In this video, students created an assembly performance that included individual presentations, role-playing scenarios and musical performances. Any or all of these efforts represent exciting and creative ways for students to contribute their voice and perspectives to important social justice issues.
As this is a big undertaking, please review the following guidelines to assist in your planning and implementation.

Florence Jones (1907-2003) was the spiritual leader and chief healer of the Winnemem Wintu tribe of Northern California. The Wintu have called the McCloud River Watershed near Mount Shasta home for more than 1000 years, but were not provided a reservation as gold miners and pioneers drove them away in the name of industry.
Although the Wintu’s numbers have dwindled from over 14,000 when contact with non-Natives was recorded to only 395, Jones has been at the forefront of a fight to save sacred sites and their way of live.

Engaging students in dialogue about prejudice and discrimination is a very powerful tool in combating hate and bullying and ensuring respectful classrooms and schools. Such dialogues can be led by classroom teachers, school social workers or counselors, or by other students trained to lead and facilitate dialogue. Having students view the “Students Tune In and Speak Out” video to begin such a dialogue is an effective way to open this process.

In this video, students use role-playing scenarios to depict experiences with prejudice or name-calling and practice effective interventions to combat or stop the bullying or harassment. This process can be an effective tool to use with students in your own classroom and school. Please use the guidelines below and review the “Note of Caution” to ensure a positive and productive experience.
This lesson is part of the Not In Our School Video Action Kit, a comprehensive toolkit featuring films, lessons, and resources designed to motivate students to speak out against bullying, and create new ways to make their schools safe for everyone.

The students profiled in this video acted as documentarians for their local community and its changing demographics, attitudes and experiences. The students used this data to inform their efforts to promote mutual respect and equality in their school. Providing students with the opportunity to research and explore the history of civil and social justice issues in their own communities can be a powerful tool for learning and reflection.

If interested in modeling this dialogue in your own classroom, please use the following guidelines to assist in ensuring a positive and productive discussion.
This lesson is part of the Not In Our School Video Action Kit, a comprehensive toolkit featuring films, lessons, and resources designed to motivate students to speak out against bullying, and create new ways to make their schools safe for everyone.
Age-level: middle and high school students

In this video, students created an assembly performance that included individual presentations, role-playing scenarios and musical performances. Any or all of these efforts represent exciting and creative ways for students to contribute their voice and perspectives to important social justice issues.
As this is a big undertaking, please review the following guidelines to assist in your planning and implementation.

As a result of the murder of Marcelo Lucero, there were many positive efforts in the community to embrace diversity and build respect for all. One of these was the creation of public art to reflect feelings and attitudes about the murder and to create a positive and hopeful message for the future. The use of art can be a wonderful way for students to express ideas about diversity, respect and social justice concerns.
The following guideline provides instruction on how to lead such a process with students.
Age-level: middle and high school students
Note: This activity process will need to take place over several class periods or student-group meetings. If not an art teacher, consider joining with one to assist and support this process.

While the students profiled in this video had a catalyst prompting them to hold a community anti-hate rally, this is not necessary to engage students or the larger community in conversations and learning about diversity and respect. In fact, establishing these principals as priorities in your school -- to be discussed and affirmed not only in times of crisis -- can be very powerful in preventing incidents from occurring or if they do, to know there are established channels of support and response.

This video highlights a powerful activity called Dissolving Stereotypes. This activity can be used effectively with students or adults to explore experiences with stereotypes and hurtful words and ways to “dissolve” the hurt caused.

Facing History and Ourselves combats racism, antisemitism, and religious prejudice by using history to teach tolerance in classrooms around the globe.
The purpose of this lesson idea is to provide some general strategies for using any of the Not in Our School videos. We encourage you to check out other lesson ideas that Facing History and Ourselves has developed for specific Not in Our School videos and for using the website in general: